*Lesson Plan*

Unit One: Make Peace

Topic : Peace and conflict resolutionForm/ Level : 2AS/ 2GE/ 2GM
Lesson Heading: Discovering Language

Sequence Two: Developing Skills.

Rubric: Reading and Writing.
Aims: By the end of this lesson students will be able to read a newspaper article, respond to it and talk about
Martin Luther King.
Competencies: Students can talk about some famous peace makers.
Ss can discuss style.
Ss can make a public address.
Main Skills: Reading and Writing.
Vocabulary: Vocabulary related to peace and citizenship.
Time Allocated: 02 Hours.
Required materials/ resources: Whiteboard, pictures, textbook, pens, papers.
Aids: Text book “Getting Through”, Internet sources. Oxford interactive encyclopedia, “Les etats-unis”
Civilization” (P et M. Carpenter- Fialip, R. Lamar).
Personal Goals: The teacher chooses topics that allow learners to develop skills in learning and communicating
about themselves, their community, their country and the world.

Time Rationale Teacher’s Tasks Student’s expected Obs.

(Aim) Tasks

Warming 10mn To get the Teacher asks his students some Students guess, interact and
Up: students questions so as to warm them up: give various answers.
involved in the
lesson. What famous peace makers you
know in the world?

Pre- To enable
Reading 15mn pupils to get The teacher starts by interacting Students look at the picture
more with the students by asking some and answer the questions.
information questions about the picture on
about the page 48. (The questions are in Keys:
American Task01 page48). a- The picture represents a
History. slave ship.
The teacher should explain some b- The ship seems to be in
aspects of the American history Africa, and it is going to
which led to the emancipation of America.
slavery by Abraham Lincoln who c- Indeed these personalities
opposed further the extension of and dates are very important
slavery. This was one of the main in the American history.
reasons which led to the
American Civil War between the *George Washington: He
Northerners and the southerners. was the first U. S President
in 1789.
* July 14th, 1783: was
America’s day of
independence.
* Abraham Lincoln: was
another US President. He
 ruled it in 1861.

After the war, slavery was He intended to make a piece

abolished throughout the USA,
but there was still a problem with
negroes namely Racism. Blacks
made many attempts to reach
equality. That was their dream
and fortunately it has become
reality as we may see nowadays.
of reconciliation, but he was
assassinated before this.
* 1861-1865: It was the era
of the American Civil War.
* Martin Luther King Jr.
One of the leaders of the
Civil Rights movement;
*August 1963: March of
200,000 people on
Washington DC to demand
racial equality.

While 20mn To check The teacher asks his learners to Students read the text then
Reading students’ global read the text a silent reading then
do the task.
understandings. answer the questions in Task02 a- Martin Luther King Jr.
page 48. was one of the Black
To answer American leaders of the
comprehension Civil Rights Movement in
questions. the 1960s.
b- He hoped/wished his
children to be free from
racial prejudice.
c- The author/Martin Luther
King repeats words, phrases
and ideas: “I have a dream”,
“one day”; “we’ll be able
to”.
He uses an oratorical style in
order to stimulate his
audience and get him
feel the injustice of racial
discrimination and
segregation.
The teacher then asks them to d- Yes, because it is full of
To deduce
read the text again then make hope. (The students can
meaning of
Task two: Read the text carefully suggest other ideas.)
some words The pupils read the text then
then find:
from
a) Synonyms of the following make the task.
the context. Keys:
words:
Mark a special occasion=…...(§1) a)
Make a copy=……………....(§1) : celebrate
Guide=……………………....(§1) : reproduce
To fight =…..(§1) : leader
b) Find the opposites of: : to combat
Different≠………..(1§) b)
Separately≠………..(2§) ≠same
Slave ≠…………..(3§) ≠together
To enable
c) What do the underlined words ≠free
learners to infer c)
refer to in the text:
some words Black Americans.
They →§1
from the Martin Luther King.
Great leader →§1
 context. Their (skin)→§2 My four children.

The teacher asks the students to Students identify the

Post 15mn do Task03 page 49: meanings of the words as
Reading The aim of this He reads the instruction twice to they are used in the
activity is to make the task easier for the newspaper article.
develop the pupils. Keys:
students’ Then, he explains the tip box to Address: speech or talk to
dictionary skills. the learners to show them how to an audience.
use a dictionary and find the Can: ability or capacity to
meaning they want easily. do something
Spiritual: a religious song
as sung by Negroes in the
USA.

Write it 60mn To write a Task Five (p.50):

Out speech asking The teacher reminds his students The students discuss the task
for rights. of the ways to write a speech and with the teacher then write
the characteristic of the oratorical their own production.
style as explained in the tip box
then asks them to complete the A1: Coming back late ,
speech after reading the
driving the car, travelling
instruction. with our friends alone, going
abroad…etc
The teacher guides his students A2: I pay the full price
throughout the wok by asking because I’m not a child.
them some questions like: A3: Of course, it is unfair.

Q1: what are the things don’t The students develop the
allow you to do because you are ideas and write their own
young? / What are the things speech.
which you would like to do but
you can’t because of your age?
Q2: When you take a plane, do
you pay the fees as children or as
adults?
Q3: So is it fair to be considered
as a child in certain situations and
as an adult in others?

After developing these ideas and

jotting them on the board the
teacher asks the learners to
develop them and complete the
speech.